Coombabah State High School
Responsible Behaviour Plan for Students
based on The Code of School Behaviour
Rationale
Education Queensland is committed to provisions that ensure all young Queenslanders have a right to and receive a quality education.
Our vision at Coombabah State High School is
A Community – “Building Productive Partnerships and Pathways”
To achieve our vision we believe that mutual respect built on positive relationships is the foundation for a safe, supportive and disciplined environment that is essential to effective learning.
Our Responsible Behaviour Plan for students is designed to achieve the following:
· the highest possible standards so that our students enjoy the benefits of a positive school reputation
· a cohesive and inclusive community
· all members of the school community are treated with respect, dignity, tolerance and appreciation
· a socially just community that works with and values cultural diversity within our school
· students being safe at school; happy and willing to engage in a variety of innovative learning experiences
· students pursuing and achieving excellence
· productive partnerships across the community that provide opportunities and pathways for our students
Coombabah SHS beliefs about behaviour and learning
Within the safe, supportive and disciplined environment there is a whole school focus on responsibility;
The rules of the school and of every classroom are based on our ‘Rights and Responsibilities’. This creates an expectation of a common, considerate manner of behaviour by staff and students alike.
People are responsible for their own behaviour
The teacher is responsible for teaching
The student has a right to learn, the teacher has a right to teach
The choice to deprive others of their rights is the choice to leave.
Rights and ResponsibilitiesA student has the right: / A student has the responsibility:
To be free to learn in a safe and supportive environment. / To respect the freedom, rights and
roles of others.
To respect the environment.
To access high quality public schooling. / To be ready to learn.
To achieve. / To aspire to fulfil individual potential.
To contribute.
To develop and maintain healthy interpersonal relationships. / To behave in a courteous manner.
To make responsible decisions
regarding physical and mental well-being.
All members of our school community have responsibilities;
Our parents/carers are expected to;
· show an active interest in their child’s schooling and progress
· cooperate with the school to achieve the best outcomes for their child
· support school staff in maintaining a safe and respectful learning environment for all students
· initiate and maintain constructive communication and relationships with school staff regarding their child’s learning, wellbeing and behaviour
· contribute positively to behaviour support plans that concern their child.
The staff of our School will work to;
· provide a consistent whole school approach to behaviour support
· provide a safe and supportive learning environment
· initiate and maintain constructive communication and relationships with students and parents/carers
· engage in dialogue that sustains teacher professional development
· promote the skills of responsible self-management
· provide inclusive and engaging curriculum and teaching based on our ‘School Wide Pedagogy’, as follows
OUR SCHOOL WIDE PEDAGOGY
WE AIM FOR A QUALITY LEARNING ENVIRONMENT THAT PROVIDES:
· a focus on learning
· opportunities to incorporate student experiences
· tasks that are relevant and rigorous
· opportunities for learners to:
- manipulate and transform information
- make new connections
- exercise choice
· worthwhile and explicit criteria
· curriculum that is socially just and inclusive; recognising diversity
· time-frames for quality work
· feedback and practice
· connectedness to the world beyond the classroom in terms of:
- relationships
- life skills
- technologies
- career choices
OUR LEARNING COMMUNITY IS CHARACTERISED BY:
· engaging learners in substantive conversations to gain deeper knowledge and understanding
· students learning through disciplined inquiry
· being a community committed to life-long learning
OUR TEACHERS FACILITATE LEARNING BY:
· modeling
· creating collaborative and independent learning situations
· being knowledge navigators
· knowing the individual
· engaging in collective reflection through sharing ideas, problem solving and planning with colleagues
WITHIN OUR LEARNING COMMUNITY WE PROMOTE PRODUCTIVE PARTNERSHIPS ACROSS THE SCHOOL AND WIDER COMMUNITY THAT:
· are based on respect
· value individual differences
· enhance a supportive, enthusiastic and caring environment
· promote individual responsibility
· embrace internationalism
WE PROVIDE EXPERIENCES THAT ALLOW ALL OUR LEARNERS TO:
· explore multiple pathways
· identify alternatives
· make informed choices
· nourish a sense of possibility
Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour
Coombahah State High School strives to develop a culture that accentuates the positive and by its very nature is proactive in preventing unacceptable behavior.
To this end we have adopted the Positive Behaviour for Learning framework. This state-wide system assists schools to implement evidence based approaches to managing student behaviour and related complex support issues at the local community level including:
· Capacity building of school staff to deal with behaviour issues within existingresource and skill base.
· Competing values and changing community expectations that can mismatch with legislative and policy requirements.
· Impact on staff productivity, absenteeism, illness and stress related issues.
· Re-establishing the connection between learning, behaviour and engagement.
There are FOUR interconnected elements:
The School is continuing with Tier I of the program that has as its essential features:
1. Administrator support, participation and leadership
2. Common purpose and approach to discipline
3. Clear set of positive expectations for all students and staff
4. Procedures for teaching expected behaviours
5. Continuum of procedures for encouraging expected behaviours
6. Continuum of procedures for discouraging inappropriate behaviours
7. Procedures for ongoing monitoring and evaluating effectiveness of the PBL system
The Three Rules/Expectations that Coombabah have developed and on which a Teaching Matrix is based are,
BE SAFE
RESPECTFUL & RESPONSIBLE
A PRODUCTIVE LEARNER
The Matrix provides a statement of what these expectations mean in each of seven (7) different settings – All Settings, Classroom/Learning Environment, School Grounds & Tuckshop, Movement around the School, Bus Travel, Off Campus & Assemblies. The Matrix forms the basis of the explicit teaching that takes place.
Whole-school behaviour support
PBL complements Coombabah High School’s existing behaviour support program that rewards good choices and positive behaviours and responds appropriately and consistently to the needs of students who make poor choices and demonstrate unacceptable behaviours.
Our ‘Recognition Program’ incorporates Posbee Points to provide motivation for our students to become positive school and community citizens.
Individual Students
Each Monday morning ten (10) students are randomly chosen from the week’s point tally to draw out a tuckshop voucher valued at $5, $3, $2 or $1. Students will be informed on morning notices and the vouchers collected from the Administration Office.
Once students achieve twenty (25) Posbee Points they will be awarded a Positive Behaviour badge by their Year Coordinators on a Year Parade. A congratulatory letter will inform parents.
The top five (5) students in each Year level each term will be invited to attend a Posbee Morning Tea. A letter will inform parents and students will receive their invitations in form class.
It will be noted on Semester One and Two reports for those students who receive 25, 50, 75 or 100 points in total.
Students who achieve 100 Posbee Points will be awarded a Bronze Spirit of Coombabah Award.
Form Class
The top Posbee Point form class in each year level, each term, will be invited to a sausage sizzle/ morning tea.
House
Every school parade a Posbee Point tally will be announced. The winning house will be given the privilege of leaving the parade first. At the end of each term the winning house will claim the Posbee Point Cup.
THE SPIRIT OF COOMBABAH AWARDS
The aim of the Awards is to recognise participation in a wide range of school activities.
There are four (4) levels: bronze, silver, gold and blue. For each award from silver onwards there is an accompanying badge.
There are three (3) areas of achievement in which students can be recognised for Going Above and Beyond Expected Behaviours and thus displaying The Spirit of Coombabah.
PERFORMANCE ACADEMIC COMMUNITY
Students will be eligible for Spirit of Coombabah Awards to be determined in late October.
Awards
Bronze - 5 instances of participation
Silver - 10 instances of participation across two or more areas
Gold - 15 instances of participation across two or more areas
Blue - 30 instances of participation across two or more areas
The Awards Committee consists of representatives from the PBL team and the Deputy Principals. The Awards Committee rules on matters of qualification and eligibility to receive awards.
Failure to follow the school expectations may disqualify a student from receiving a Spirit Award at any level.
Awarding the House Cup
To determine the overall house winner the following will apply
· Total Posbee Points
· Three Interhouse Carnivals
· Academic Honours
· Events as decided at the start of each year
The House Cup will be presented at Academic Awards
POSBEE POINTS RECOGNITION PROGRAM
EXAMPLES OF POSITIVE BEHAVIOUR UNDER OUR SCHOOL EXPECTATIONS
Being Respectful· Taking pride in school work and achievement
· Modelling polite and courteous behaviour.
· Using appropriate language.
· Using and caring for equipment appropriately.
· Being proud of the school, your uniform and the physical environment.
· Exemplary conduct in sport.
· Accepting and meeting the high expectations of the CSHS community.
Responsible
· Learning independently
· Helping others with their learning
· Contributing positively to the school community.
· Great attendance.
· Consistent punctuality.
· Bringing equipment to class consistently.
· Using the Student Organiser effectively.
Being a Productive Learner
· Setting clear goals and striving to achieve them.
· Actively participating in learning.
· Notebook presentation is kept to a high standard.
· Excellent classwork.
· Improved classwork.
· Quality Homework.
Being Safe
· Valuing your own safety and ensuring that of others.
· Respecting others, their personal space and property.
· Consistently following class rules.
· Assisting the teacher in the playground.
Targeted behaviour support
Our approach to ‘behaviour support’ is based on the Responsible Thinking Classroom philosophy. This approach encourages students to think about the choices they make and the consequences of those choices. The Planning Centre provides support for students who have made poor choices and demonstrated unacceptable behaviour. This ensures that the rights of students to learn and teachers to teach are upheld.
At the Planning Centre the student has the opportunity to explain the situation/problem and is given help in working on a plan so they can successfully return to class. Emphasis is on the student accepting responsibility for his/her referral. Details are entered in OneSchool and communication is made with parents by phone, email or letter, outlining the reason for the referral.
Our Responsible Behaviour Plan for students includes a ‘Harassment and Harm Policy’. This policy provides a structured approach to community members who may require assistance from school personnel.
Support and intervention processes, strategies and programs utilised to respond to unacceptable behaviours include the following:
· Communication with parents/carers.
· Interviews with students and parents with Support and/or Administration team
members.
· Placement on a Behaviour monitoring or Attendance card.
· Counselling with Support Team member(s).
· Education regarding specific issue; eg anger management.
· Engagement in Peer Support program.
· Referral to Community Service Agency.
· Engagement in incentive programs.
Intensive behaviour support
Coombabah has a proactive response philosophy to behaviour support.
The ‘Annexe’, (managed by Keebra Park SHS), is utilised to maintain students’ engagement in learning. Students may attend the annex for periods of time and then return to school. Alternatively, programs for some students combine attendance at both the annex and school for a negotiated duration of time.
The Positive Learning Centre (PLC) an alternate education environment may be used as an intensive intervention for students at risk of exclusion. This strategy includes the option of a return to school.
In some cases, students may be engaged in programs where they have a reduced subject load that combines traditional classes with a structured work placement, work experience or support team program.
SUPPORT / WHO AT SCHOOL / INTERAGENCY SUPPORTCurriculum / Classroom teacher
HOD
ESL Teachers / HOSES
TAEA
Deputy Principal
Indigenous Youth Support Aide
Industry Liaison Officer
Principal / OHANA
GCDO
Annexe
CPU
PLC
Social
Emotional
Physical / Classroom teacher
Year Co-ordinator
Guidance Counsellor
School Based Youth Health Nurse
Deputy Principal
Principal / Department of Communities and Child Safety
CHYMS
Re-Connect
Reach
Behaviour Management / Classroom teacher
Year Co-ordinator
HOD
Behaviour Management Team
Deputy Principal
Principal / Police
JAB
CPU
PLC
Annexe
Consequences for unacceptable behaviour
A process operates to inform students and parents of the frequency and severity of unacceptable behaviours. Students who continue to demonstrate unacceptable behaviours will reach a level where suspension from school is the consequence. Students who persist with unacceptable behaviours that lead to suspensions may then be recommended for exclusion.
Specific incidents involving violent behaviour, threats or abuse of teachers, drug or alcohol related offences will result in suspension or recommendation for exclusion regardless of level status or previous involvement in unacceptable behaviours.
Coombabah State High School will demonstrate zero tolerance of any unlawful act/s committed within the school community.
Inappropriate Behaviours / Possible ConsequenceLow Level
Unprepared for learning / · Community Service
· Teacher Detention
· Phone call home
· Supervision in / removal to Senior class
· Student Behaviour Tracking Sheet
· Formal Lunch time detention
· Letter home re incompletion of formative assessment
· Request to comply
· Referral to Planning Centre
Late to class / inattendance
Failure to adhere to the Student Dress Code
Off task/ non completion of class work
Talking inappropriately
Not listening to the teacher
Inappropriate language
Disrespect of a teacher / staff member / adult
Failure to complete teacher directed detention
Minor Harassment of other students inc. cyberbullying
Inappropriate use of IPods, phones, technology
Medium Level / persistent low level
Disruption of class / · Any Low Level consequence plus/ or:
· Referral to Year Coordinator / HOD
· Referral to Student Support Team
· Parent interview
· After school detention
· Individual Behaviour Contract
· Attendance monitoring
· Referral to Planning Centre
· Removal of computer access privileges
· External Suspension (1 to 10 days)
NB The school will provide access to an education program for students externally suspended for greater than 3 days
Disobedience
Leaving class without permission
Failure to follow safety instructions
Smoking at school / in school uniform
Failure to complete formal lunchtime detention
Violation of Computer Use Agreement
Bullying/harassment/cyberbullying
Swearing at other students / staff
Swearing in response to instructions from a staff member / adult
Repetitive low level behaviour
Truancy
High Level / persistent medium level
Major bullying inc. cyberbullying/harassment/ sexual harassment / · Referral to Deputy / Principal
· Behaviour Monitoring Sheet
· Referral to Student Support Team
· Parental involvement
· Police involvement
· Cancellation of Enrolment (Senior Phase only) for a stated period up to 12 months
· Referral to Annex (under 15 years)
· Referral to Alternate Learning Centre (eg PLC)
· External Suspension (1 to 20 days)
· External Suspension with a Recommendation to Exclude
· Behaviour Improvement Condition (BIC).
NB The school will provide access to an education program for students externally suspended for greater than 3 days.
For 6 to 20 day suspensions, the school will appoint a case manager.
For Enrolment Cancellations, the Principal must seek advice from the School Guidance Officer before imposing this consequence
Theft
Fighting
Drugs – possession
Drugs – dealing
Drugs – under the influence
Alcohol – possession
Alcohol – under the influence
Weapons – possession / threat of use / use
Encouragement of unauthorised persons to enter the school grounds
Gross insubordination / disobedience
Gross misconduct – either at school, representing the school or travelling to or from school
Behaviour prejudicial to the good order and management of the school
Vandalism
Refusal to participate in educational program provided at the school. (Senior Phase only)
The network of student support